Teachers in developing countries often work under difficult conditions that strain their psychological resources and affect their performance. Understanding the factors that promote psychological well-being, and engagement is therefore critical to maintaining teacher effectiveness and well-being. This study investigated the role of resilience in the relationship between psychological well-being and work engagement among high school teachers in the Democratic Republic of Congo (DRC). A quantitative cross-sectional design was used with a random sample of 469 public school teachers. Participants completed the Psychological Resilience Scale, the Psychological Well-Being Scale, and the Utrecht Work Engagement Scale. A hierarchical regression analysis was conducted to test the moderating effect of resilience. The results showed that resilience was positively and significantly associated with both psychological well-being and work engagement. In addition, resilience moderated the relationships between the key dimensions of psychological well-being (autonomy, personal growth, environmental mastery, positive relations with others, purpose in life and self-acceptance) and work engagement. Teachers with higher levels of resilience reported higher levels of psychological well-being and work engagement compared to those with lower levels of resilience These findings suggest that resilience is an important psychological resource that strengthens the link between well-being and engagement. The study emphasises the importance of developing the resilience of public high school teachers to strengthen their wellbeing and engagement and thus promote optimal functioning in the education sector.